States and districts across the country, particularly in high-poverty areas, are struggling to promote more time for subject areas not addressed by high-stakes testing as well as improve instruction in these areas. The dissertation is a comparative case study analyzing how districts in Washington are making sense of and responding to a low-stakes state mandate designed to promote civic education and authentic intellectual work through the required implementation of classroom-based assessments. By applying a conceptual framework focused on sense-making, this study illustrates how a low-stakes, classroom-based assessment mandate can achieve these two goals if those implementing the policy at a district level strike several delicate balances. First, those charged with implementation need to tap into teachers' existing schema for testing and better-funded initiatives carefully so that it promotes attention to the policy without causing these teachers to see classroom-based assessments as identical to standardized tests. In this way, the study shows that assimilation can sometimes be a positive force for a low-stakes policy in a high-stakes context. Second, they need to develop structures and systems (qarchitectureq) for teachers to learn about the policy and the assessments in ways that are neither too top-down nor too amorphous. Third, they need to ensure that teachers have regular opportunities to make sense of the policy so that teachers take advantage of the negotiability of the classroom-based assessments without becoming paralyzed or confused by it. In reaching these conclusions, the study meets two goals: to illustrate a clearer picture than that found in existing studies of how state social studies assessments affect teaching and learning and to extend efforts to understand district sense-making of and responses to state instructional policy.teachers who have tried out a CBA in their classroom and have met with their grade level teams to discuss the CBAs. Finally ... For example, she incorrectly asserts that aquot;6th grade is supposed to do a 3- page essay, 8th grade is supposed to beanbsp;...
|Title||:||Reform Without Multiple-choice?: Making Sense of Low-stakes Mandates Promoting Civics and Authentic Intellectual Work|
|Publisher||:||ProQuest - 2009|